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Proposed projects whose financing will cause capital structure to change across time cannot be accurately evaluated by the ordinary Weighted Average Cost of Capital‐Net Present Value technique. The required rate of return on a new project depends on the firm’s capital structure through the effect of capital structure on the required rates of debt and equity suppliers. But the capital structure depends on these required rates, which are themselves functions of capital structure. There is no general analytical solution to this circularity, so the ordinary weighted average cost of capital cannot capture the effects of changing capital structure on the cost of capital, and the computed NPV is not correct: the wealth of the shareholders will change by a different amount, and may have a different sign as well.

The purpose of this paper is to discover the causes of the devastation of New Orleans and the Mississippi Gulf Coast and how it may be ameliorated.

Economic analysis of the prior conditions causing susceptibility to flooding, and of the subsequent events involving long‐term assets: how assets had been selected and what changes have occurred in the evaluation and selection process.

The devastation caused by the hurricanes was far exceeded by: the prior governmental misleading of entrepreneurs and property owners regarding the actual level of flood protection provided to New Orleans by the bureaucratic Army Corps “flood protection system”; the resulting Rothbardian “cluster of entrepreneurial error” which allowed the devastation of New Orleans capital goods; the Hayekian unintended consequences of government actions and pronouncements following the storm, which interfered with market signals, increased subjective risk, reduced return expectations of entrepreneurs for capital assets, reducing net present values below zero; and the Misesian bureaucratic inefficiency of the corps and other governmental agents both before and after the storm. A sharp increase in their perception of flooding risk caused market participants now to see that no improvement in flood control can be achieved under the present bureaucratic structure, and they have permanently increased their perceived risk and discount rates, thereby reducing the pace of asset emplacement. Replacing the system of Lachmanian heterogeneous capital assets and their communications connections destroyed by Katrina cannot be accomplished in the present situation. New government actions and regulations are continually changing, noisy, and have altered property rights. The interactive efficiency of the asset system has been decreased. Incorrect assets are being built, necessary assets are being neglected, and the communications network between assets is not being replaced.

A finer level of detail could be investigated, focusing on smaller sub‐systems and interactions.

Greatest improvement in asset rebuilding would follow the elimination of all government regulations and regulatory agencies impeding the decision process, and private companies should be contracted to replace the destroyed wetlands and emplace flood controls.

The paper employs an inter‐disciplinary analysis of events using several different theoretical tools combined in an innovative way to examine why systematic errors were made and are continuing, and how errors can be stopped. The paper is of greatest value to those charged with repair of the damaged infrastructure of southeast Louisiana and Mississippi.

Studies and analyses changes to the promotion policies and practices at the University of Western Australia (UWA) and identifies outcomes by gender. Suggests that there are quite a few factors to be addressed before gender equity in academia at UWA is obtained. Discusses, in depth, how to try to deal with lack of networks, socialization, the dual‐role burden, masculine organizational culture and gendered power imbalance in the workplace. States that, although great inroads have been made at UWA, statistics show that there are still very fundamental barriers to be addressed to aid further improvement for women academics.

The management of children′s literature is a search for value and suitability. Effective policies in library and educational work are based firmly on knowledge of materials, and on the bibliographical and critical frame within which the materials appear and might best be selected. Boundaries, like those between quality and popular books, and between children′s and adult materials, present important challenges for selection, and implicit in this process are professional acumen and judgement. Yet also there are attitudes and systems of values, which can powerfully influence selection on grounds of morality and good taste. To guard against undue subjectivity, the knowledge frame should acknowledge the relevance of social and experiential context for all reading materials, how readers think as well as how they read, and what explicit and implicit agendas the authors have. The good professional takes all these factors on board.

This work examines the intersection between traditional human resource management and the novel employment arrangements of the expanding gig economy. While there is a substantial multidisciplinary literature on the digital platform labor phenomenon, it has been largely centered on the experiences of gig workers. As digital labor platforms continue to grow and specialize, more managers, executives, and human resource practitioners will need to make decisions about whether and how to utilize gig workers. Here the authors explore and interrogate the unique features of human resource management (HRM) activities in the context of digital labor platforms. The authors discuss challenges and opportunities regarding (1) HRM in organizations that outsource labor needs to external labor platforms, (2) HRM functions within digital labor platform firms, and (3) HRM policies and practices for organizations that develop their own spin-off digital labor platform. To foster a more nuanced understanding of work in the gig economy, the authors identify common themes across these contexts, highlight knowledge gaps, offer recommendations for future research, and outline pathways for collecting empirical data on HRM in the gig economy.

The Vocational Rehabilitation (VR) Service System was created in 1973 in the United States as a way to help people with disabilities access necessary supports and services to return to work and live independently. The program receives federal funds and operates in all 50 states and territories. The program is designed to allow consumers to develop a rehabilitation plan in collaboration with a VR counselor and receive necessary services and supports in order to meet their rehabilitation goals. Unfortunately, there are serious issues with access to services and rehabilitation success for minority individuals in the program, particularly African Americans. The chapter will first provide a brief overview of the Rehabilitation Act and its purpose, then we will introduce some of the research that has been conducted to evaluate the program over the years, with particular emphasis on the outcomes for African Americans, and then will focus on a series of studies that have been conducted by the authors in the state of Illinois. The chapter will conclude with some suggestions about ways in which the system could be improved and ways to empower African Americans in pursue of their rehabilitation and independent living goals, including peer-support and supported employment.

This chapter examines the similarities and differences in teacher education between Botswana and Lesotho to unravel “best fit” strategies specific to the needs of teacher education in different locals or populations within these two countries. We begin with an overview of the social, political, and economic contexts of each country as a lens by which to understand some of the current challenges teachers face within each country. We review the research literature to understand what teacher preparation looks like at the tertiary level and how teachers in the field maintain current knowledge and pedagogical skills in regard the content they teach. We will argue that when teaching pedagogy at the tertiary level maintains an authoritarian model of teaching with content centered, didactic instruction, and teacher-centered pedagogy there is little ability for national change in education. Likewise, if teacher education does not embed the concept of life-long learning and is not supported by both a national and local commitment to support teacher’s continued professional development the ability to sustain any change in education is thwarted.

This chapter proposes a global agenda to eliminate racism in nursing by targeting reform at nursing education administration internationally. First, the history of racism in nursing is reviewed, along with two models – the diversity model and the cultural competence model – that were applied unsuccessfully to counteract racism in nursing. Second, a description of how racism is entrenched in nursing leadership globally is presented. Third, the recalcitrant structures that serve to maintain institutionalized racism (IR) in the international nursing education system are carefully examined. Specifically, the components and constructs involved in IR in nursing education are delineated, and the way in which these negatively impact both ethnic minority (EM) students and faculty are explained. Based on this, a global agenda to eliminate racism in nursing education internationally is proposed. Eliminating racism in higher education in nursing is a mandatory social responsibility if global healthcare is ever to be equitable. Five actionable recommendations are made to eliminate racism in higher education are summarized as follows: (1) components of nursing programs which are designed to eliminate racism in nursing education should be governed at the country level, (2) to design and implement a system of surveillance of the global nursing community to enable standardized measurement to ensure nursing education programs in all countries are meeting anti-racism benchmark targets, (3) nursing education programs should be established worldwide to provide individual pipeline and mentorship programs to ensure the career success of EM nursing students and faculty, (4) nursing education programs should be conducted to reduce barriers to EM participation in these individual support programs, and (5) nursing education programs are required to teach their nursing faculty skills in developing anti-racist curricula that seeks to eliminate implicit bias.